Work Immersion Chuchu 2 2

LOPEZ NATIONAL COMPREHENSIVE HIGH SCHOOL
Maharlika Highway, Brgy. Magsaysay Lopez, Quezon

Email ad: sdo.quezonlopeznchs@gmail.com
Work Immersion
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
SCHOOL WORK
IMMERSION PORTFOLIO
SY 2019-2020
SUBMITTED BY:
MA. CHAYRA JUDD B. FORTUNA
Humanities and Social Sciences
(HUMSS)
SUBMITTED TO:
JOY M. BELMONTE
Work Immersion Teacher
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TABLE OF CONTENT
APPLICATION LETTER
RESUME/VITAE
CEDULA OF PARENT
NSO/PSA BIRTH CERTIFICATION
MEMORANDUM OF AGREEMENT
PARENT’S PERMIT/PARENTAL CONTENT
COMPANY’S ACCEPTANCE FORM
DAILY TIME RECORD
IMMERSION INSURANCE
MEDICAL CERTIFICATE
PRE-IMMERSION SEMINA CERTIFICATE
REQUEST FOR IMMERSION ENDORSEMENT LETTER
ASSESSMENT OF DAILY PERFORMANCE
CERTIFICATE OF IMMERSION COMPLETION
NARRATIVE REPORT
COMPANY/SCHOOL PROFILE
SCHOOL HISTORY
SCHOOL MISSION AND VISION
RULES AND REGULATIONS
ORGANIZATIONAL STRUCTURE
INTERVIEW FORM
EVALUATION FORM
DOCUMENTATIONS
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APPLICATION LETTER
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September 23, 2019
MR. LEONILO CAPELLAN

Principal I
Pansol Elementary School
Lopez, Quezon
Sir:
Greetings!
I am Ma. Chayra Judd B. Fortuna, a grade 12 student of Lopez National

Comprehensive High School under the strand of Humanities and Social Sciences. I am
writing this letter to express my interest for a position in our municipality. I believe that I
am suitable enough to fit in any kind of position you are willing to give.
In this letter, I am willing to wait and hoping to have a positive response from you.
Thank you for making time just to read this letter.
Sincerely Yours,
Ma. Chayra Judd B. Fortuna

SHS Student
Work Immersion
RESUME/VITAE
Work Immersion
SHS IMMERSION
CURRICULUM VITAE
Ma. Chayra Judd

B. Fortuna
Brgy. San. Vicente Gumaca, Quezon
chayrajudd@yahoo.com
09284490804
SHS – HUMANITIES AND SOCIAL SCIENCES STRAND STUDENT
Objectives:
To enhance my skills and ability in an early age, to have an experience in this field and
to gain new knowledge.
Personal Information/Qualifications:
Age: 17 years old
Date of Birth: October 3, 2001
Gender: Female
Height: ______ Weight: _______
Nationality: Filipino Religion: Roman Catholic
National Certificates Year

__________N/A________________ _________________
_____________________________ _________________
Academic Awards/Recognition:
Junior High School – With Honor 2017-2018
Senior High School – With Honor 2018-2019
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Unpublished Research Presented in the School/District/Division and National

Level:
Epekto ng Implasyon sa mga Mag-aaral ng Lopez High
Coping with Anxiety: A Study on Selected Senior High School Students of G11- HUMSS
DIGNITY of Lopez National Comprehensive High School
Work Experience/Employment Record:

N/A__________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Seminars/Trainings Attended:
Pre-immersion Seminar__________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Special Skills:
I’m good at using computers. I am friendly kind of a person.and also a positive thinker.
Educational Background:
Senior High School: I am currently studying at Lopez National Comprehensive High
School
Brgy. Magsaysay Lopez, Quezon
2018 up to present
Junior High School: Studied at Lopez National Comprehensive High School
Brgy. Magsaysay Lopez, Quezon
2014-2018
Elementary School: Studied at Ma. Theresa Christian Academy
Brgy. Talolong Lopez, Quezon
2007-2014
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References:
Name: Joy M. Belmonte

Position: Senior High School Teacher
Company: DEPED-LNCHS
Work Phone: 09950240112
E-mail: joymarfilbelmonte.2017@gmail.com
Name: _________________
Position: _________________
Company: _________________
Work Phone: _________________
E-mail: _________________
I certify that the information provided is true and correct to the extent of my
knowledge.
Name: MA. CHAYRAJUDD B. Date:

FORTUNA
Signature here
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CEDULA OF PARENT
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BARANGAY CLEARANCE
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NSO/PSA BIRTH CERTIFICATE

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MEMORANDUM OF
AGREEMENT
SENIOR HIGH SCHOOL PROGRAM
MEMORANDUM OF AGREEMENT FOR WORK IMMERSION
This Memorandum of Understanding is entered into this 30th day of

September 2019 in Lopez, Quezon, by and between:
The LOPEZ NATIONAL COMPREHENSIVE HIGH SCHOOL, with

School Identification Number 301345 a public high school, with principal address
at Maharlika Highway Brgy. Magsaysay Lopez, Quezon represented in this
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Agreement by its Principal IV, SIONY A. GABOTERO, Ed. D, Married, of legal
age, married and hereinafter referred to as the SCHOOL;
-and-
The Pansol Elementary School, of the Republic of the Philippines, duly

constituted, of the Republic of the Philippines of Lopez, Quezon with school
office address at Brgy. Pansol Lopez, Quezon, and represented in this
Agreement by PRINCIPAL I MR. LEONILO CAPELLAN., of legal age, married,
hereinafter referred to as the PARTNER.
WITNESSETH:
WHEREAS, the Department of Education of the Philippines, hereinafter referred

to as “DepEd”, is the primary government instrumentality mandated to formulate,
implement, and coordinate policies, plans, programs and projects in the areas of
formal and non-formal basic education; supervise all elementary and secondary
education institutions, including alternative learning systems, both public and
private; and provide for the establishment and maintenance of a complete,
adequate, and integrated system of basic education relevant to the goals of
national development;
WHEREAS, the DepEd has introduced the K to 12 basic education reform

program that includes Senior High School, hereinafter referred to as “SHS”, with
the major objective of ensuring that graduates of basic education are ready for
employment, entrepreneurship and higher learning;
WHEREAS, the SHS curriculum can be customized at the local levels to take
into consideration the needs of local industries and the labor market;
WHEREAS, the DepEd believes that for the effective delivery of SHS instruction,
there is a need for school-industry partnerships that will provide the school the
necessary expertise and venue for practical, on-the-job, enterprise-based training
for SHS learners;
WHEREAS, the DepEd started full implementation of SHS in School Year 2016-
2017;
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WHEREAS, the SCHOOL is among those that will offer SHS to students in the
community to carry out DepEd’s objectives for SHS as spelled out above;
WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work
Immersion partnership with the PARTNER;
WHEREAS, the PARTNER operates in the area where the School is located and
has offices, facilities, project sites, and expertise that it can make available to the
School for purposes of student work immersion;
WHEREAS, the PARTNER considers going into a work immersion partnership

with the School as part of its mission to create a positive impact on the
community, especially the young people;
WHEREAS, the institutionalization and implementation of the K to 12 program is

among the priority programs of the Government for promoting inclusive growth;
WHEREAS, the PARTNER is encouraged to fully support the successful

implementation of the K to 12 Program of the Department of Education as stated
in Paragraph 4, Section 2 of the Republic Act 9155 or “Governance of Basic
Education Act of 2001”;
WHEREAS, the PARTNER recognizes the need for a work immersion

environment that is safe for the students and teachers, and conducive to
learning, and has the capability to provide these;
WHEREAS, the SCHOOL and the PARTNER, hereinafter collectively referred to

as “PARTIES”, undertake to collaborate towards the successful implementation
of the Senior High School in Lopez, Quezon cognizant of the need for special
protection of the child and with the best interest of the SHS learner at heart;
NOW, THEREFORE, for and in consideration of the foregoing premises, the

PARTIES hereby agree as follows:
DESCRIPTION OF THE WORK IMMERSION PROGRAM

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With the passage of the Enhanced Basic Education Act of 2013 or Republic Act
10533, the DepEd was tasked to implement the K to 12 Program, essentially
adding two (2) years of specialization within the Basic Educational System;
The DepEd designed the implementation of RA 10533 within the framework of

increased community involvement in the learner’s experience;
With this premise, the DepEd, offers venues for various stakeholders to
participate in the implementation of RA 10533 and, the same offer, accepted by
the PARTIES herein;
The Work Immersion Program is one of the course requirements for graduation.
A SHS student has to undergo work immersion in a business organization or
establishment with work requirements related to the specialization. Through work
immersion, the students are exposed to and are familiarized with the work-
related environment related to their field of specialization. Specifically, the
students are able to:
1. Gain relevant and practical industrial skills under the guidance of industry
experts and workers;
2. Appreciate the importance and application of the principles and theories

taught in the classroom;
3. Enhance their technical knowledge and skills;
4. Prepare them to meet the needs and challenges of employment,

entrepreneurship, or higher education after their graduation.
OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP
The Work Immersion Partnership has the following objectives:
1. To supplement the formal curriculum of the SHS program with special

inputs coming from the PARTNER experts and practitioners in order to
make the SHS program aligned and consistent with work standards;
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2. To develop in the students of the SHS program the knowledge and skills
that are relevant to the needs of the job market in the area
3. To provide SHS students relevant learning experiences by giving them

exposure to the actual workplace setting.
4. To form Work Immersion Partnership between the SCHOOL and the

PARTNER, allowing the students, faculty, and staff of the schools
concerned will be allowed the use of and access to the PARTNER
workplace and equipment as part of their Work Immersion Program.
RESPONSIBILITIES OF THE PARTIES
A. Joint Responsibilities
Both the SCHOOL and the PARTNER shall:
1. Create a joint working group that will prepare the action plan to
operationalize the partnership.
2. Form a joint steering committee to monitor the progress of the partnership

and to make sure that the provisions of this Memorandum of
Understanding (MOU) are met.
3. Adhere to all laws, memoranda and circulars pertaining to child protection.
4. Develop the students’ Work Immersion module specifying goals and

objectives, desired outcomes of the program and how these outcomes will
be achieved, also noting the specific knowledge, skills, attitudes and
competencies that the student should acquire after completing the
program.
5. Develop a Work Immersion Daily Schedule of Activities that will be

followed by the student during the whole duration of the work immersion
inside the PARTNER.
6. Formulate local school work immersion policies and guidelines on

selection, placement, monitoring, and assessment of student (immersion
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participants), in order to ensure that each student is assigned to an
immersion partner matched to his/her desired track, qualifications and
aptitude.
B. Responsibilities of the School
The SCHOOL, shall:
1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s

which will be the subject of the partnership.
2. Make the needed adjustments to contextualize the SHS subjects based on

inputs coming from the PARTNER.
3. Designate a person who will be in-charge of coordinating with the

PARTNER and supervising the activities of the students for the duration of
the work immersion program.
4. Continue to exercise its Special Parental Authority under the Family Code
over the Senior High School student under immersion in the premises of
the partner.
5. Monitor each student’s progress throughout the duration of the entire work
immersion program so as to make sure that the tasks assigned to each
student are meaningful, challenging, and applicable to his/her particular
programs and are able to maximize the quality of the learning experience.
6. Provide the PARTNER evaluation tool for the students’ immersion

performance.
7. Issue a final grade to the student upon completion of the requirements

within a prescribed period.
8. Ensure that the student will adhere to the non-disclosure policies of Lopez,
Quezon as agreed to by the School.
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9. Provide signed Consent forms from the parents as applicable.
10. Provide the PARTNER a Certificate of Participation in the SHS Program

for whatever purpose it may serve.
11. Execute a deed of acceptance as a way of recognizing and

acknowledging the donation/s received from the PARTNER.
C. The Partner shall:
1. Assign a competent Immersion Coordinator from the PARTNER to liaise

with the School and supervise the students without prejudice to the special
parental authority of the school, its administrators and teachers for the
duration of the work immersion program so as to ensure efficient
implementation of all stages of the program.
2. Provide inputs into the curriculum through the discussions or workshops

that DepEd will organize.
3. Lend its expertise by making available its resident resource persons to

provide training to the students.
4. Allow the student to be deployed to the different

sections/departments/project sites of the PARTNER based on the Work
Immersion Daily Schedule of Activities.
5. Agree to the required number of hours of the immersion program set

under the DepEd SHS curriculum.
6. Provide immersion opportunities for students for School Year 2016-2017.
7. Provide students with an orientation about the PARTNER, the job as well
as expose them to the various stakeholders of the community in which it
operates for the students to get a holistic understanding of the PARTNER.
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8. Similarly, ensure that students undergo training related to their course,
and provide the students with work or activities that are varied and
applicable to their field of study.
9. Make its workplace and facilities available to students, and shall similarly
take all necessary action to ensure the safety of students within their
areas of operation at all times, which shall include, but shall not be limited
to, the provision for Personal Protective Equipment (PPE’s), if applicable.
Ensure that the students will not be exposed to hazardous materials and
working environment throughout the duration of the immersion.
10. Evaluate students’ performance in the immersion venue by accomplishing

provided evaluation tool.
11. Issue a Certificate of Completion to the student trainees upon satisfactory

compliance with all requirements of the program.
12. Execute a deed of donation in favor of DepEd for the completed Work
Immersion Partnership.
EFFECTIVITY
This agreement shall hold for the duration of the 2019-2020 Academic School
Year and is renewable every year. The PARTNER and the SCHOOL shall submit
their intention for renewal of this agreement through formal notice within thirty
(30) days before the expiration of this Agreement.
The PARTNER and the SCHOOL reserve their respective rights to terminate
their participation in the agreement after the duration of this Agreement through
formal written notice within thirty (30) days before the effectivity of the
termination. Both parties shall turnover all deliverables agreed thereto in the
Work Immersion Program. Termination shall be subject to the mutual agreement
between the parties.
LIABILITY
The school, its administrator and teachers exercising authority and supervision
over the Senior High School Student undergoing immersion in the premises of
the partner may be held accountable for the student’s acts.
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Each party shall answer for losses and damages arising from any accident, act,
or omission directly attributable to its fault or negligence, which may cause death
or bodily injury to any persons, or loss or damage to property, by or on account of
the performance of the respective obligations by the parties pursuant to this
Agreement. Such responsibility shall continue to remain that of the responsible
party’s even after the termination of this agreement, if such losses and damages
were incurred during the effectivity of this agreement.
DepEd shall not be liable for opportunity losses of the PARTNER during the
duration and after the termination of this agreement.
NON-DISCLOSURE PROVISION
It is expressly understood by DepEd and the students that all information on

technology, manufacturing process, process standards, quality assurance
methodologies, quality standards, production capabilities, raw material
purchasing, marketing, finance, and all other related documents, manuals,
operational and technical matters that the PARTNER shall make available to
them shall be used for the sole purpose of student training. All of these matters
are classified as confidential in nature and proprietary to the PARTNER and
thereby each student hereby undertakes to prevent transfer of such information
by any of its members to any party outside of the PARTNER.
OTHER PROVISIONS
It is expressly understood by the PARTIES that the PARTNER is not obliged to

pay wage or salary since there is no employer-employee relationship that exists.
However, the PARTNER is not precluded from providing the student with any
monetary or financial assistance in the form of transportation fee, food allowance,
etc.
In determining the existence of an employer-employee relationship, the following

elements are considered: (1) the power to hire; (2) the payment of wages; (3) the
power to dismiss, and (4) the power to control the employee’s conduct, with the
control test generally assuming primacy in the overall consideration.
No employer-employee relationship exists between the student and the partner in

work immersion if all the following criteria are met:
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1. The training, even though it includes actual operation of the employer’s
facilities, is similar to training provided in an educational program;
2. The training is for the benefit of the student;
3. The student does not displace regular employees, and works under close
supervision;
4. The students are not entitled to a job at the conclusion of the training
period and are free to take jobs elsewhere in the same field;
5. Any clinical training is performed under the supervision and direction of
people who are knowledgeable and experienced in the activity;
6. The training is general, and qualifies the student to work in any similar
business. It is not designed specifically for a job with the employer that
offers the program;
7. The screening process for the immersion program is not the same as for
employment, and does not appear to be for that purpose. The screening
only uses criteria relevant for admission to an independent educational
program; and
8. Advertisements, posting, or solicitations for the program clearly discuss
education or training, rather than employment, although employers may
indicate that qualified graduates may be considered for employment.
FOR THE SCHOOL: FOR THE PARTNER:
_________________________ _______________________
SIONY A. GABOTERO., Ed., D MR.LEONILO CAPELLAN
School Principal IV Principal I

Lopez National Comprehensive HS Pansol Elem. School
WITNESSED BY:
___________________ _______________________
SHARON A. VILLAVERDE HON. MARVIN NOSCAL
Senior HS Coordinator Sangguniang Bayan Secretary
__________________ _____________________________
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SERGIO PINEDA FELICIDAD ADELINE P.LLAGUNO
Gas, Immersion Focal Person HUMMS, Immersion Focal Person
___________________ _______________________
NORMA P. TARACINA BERNADETTE C. SANTOS
ABM, Immersion Focal Person AFA, Immersion Focal Person
APPROVED BY:
_____________________________
MERTHEL M. EVARDOME, CESO VI
Schools Division Superintendent
Division of Quezon
ACKNOWLEDGEMENT
REPUBLIC OF THE PHILIPPINES
Lopez, Quezon
BEFORE ME this _____ day of ___________________, 20___, personally

appeared:
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NAME CTC No./ Passport Date and Place Of

No. Issue
SIONY A. GABOTERO,Ed
School Principal IV
DepEd Representative
MR. LEONILO CAPELLAN
Principal I
Work Immersion Partner
School Representative
Known to me and to me known to be the same person who executed the

foregoing instrument, and they acknowledged to me that the same is their free
and voluntary act and deed. This memorandum of Understanding consists of
seven (7) pages including this page in which this acknowledgment is written,
signed unto by the parties in their instrumental witnesses each and every page
thereof.
WITNESS MY HAND AND NOTARIAL SEAL, on the date and place

written above.
NOTARY PUBLIC
Doc No. ________
Page No. ________
Book No. ________
Series of ________
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PARENT’S CONSENT
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COMPANY’S ACCEPTANCE
FORM
WORK IMMERSION ACCEPTANCE FORM
(Academic Track- ABM/HUMSS/STEM Strand)
This is to certify that Ma. Chayra Judd B. Fortuna has been accepted in
Pansol Elementary School at Brgy. Pansol Lopez, Quezon.
For work immersion on September 30, 2019 (1st batch) with pertinent
information as follows:
Department assigned: Grade 5- Bayanihan
Name of Supervisor: Ms. Lailanie Roquilme
Work Immersion: Monday to Friday
7:00 am to 4:30pm
Commencement of Training:
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End of Training: October 15, 2019
DAILY TIME RECORD

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IMMERSION INSURANCE
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MEDICAL CERTIFICATE
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PRE-IMMERSION CERTIFICATE
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REQUEST FOR IMMERSION

ENDORSEMENT LETTER
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SENIOR HIGH SCHOOL PROGRAM

REQUEST FOR IMMERSION ENDORESMENT
Company Name: Pansol Elementary School____________________
Company Address: Brgy. Pansol Lopez, Quezon__________________
Contact Person: _________________________________________
Position: _________________________________________
Telephone No/s: _________________________________________
Student Name: Ma. Chayra Judd B. Fortuna___________________
Contact No/s: 09284490804_______________________________
LRN: 301345140033______SHS Track:__HUMSS______
CLASS SCHEDULE FOR THE CURRENT SEMESTER

SUBJECT TRACK SECTION TIME DAYS
Work Academic GomBurZa 7:00-8:00 MTThF
Immersion
Phil. Politics Academic GomBurZa 8:00-9:00 MTThF
and
Governance
Contemporary Academic GomBurZa 9:20- MTThF
TIME ALLOTED
Phil. Arts from 10:20
FOR IMMERSION
the Regions
Physical Academic GomBurZa 10:20- MTThF DAYS TIME
Science 11:20
Intro. to the Academic GomBurZa 1:00-2:00 MTThF
World Religion
and Belief
Practical Academic GomBurZa 2:00-3:00 MTThF
Research 2
Physical Academic GomBurZa 8:00- W
Education 10:00
Note: Please attach the following:
1.Resume in LNCHS prescribed format
Endorsed for Initial Interview and
Physical Examination
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2.endorsement letter
3.Parent’s permit
4.Photocopy of school I.D.
Initial Interview Physical Examination
LEAH CAPISTRANO
Senior HS Immersion Adviser Senior HS Health Personnel
Immersion Pre- Deployment Recommending Approval

Briefing/ Recommending
DENNIS S. BARRANTA
SHARON A. VILLAVERDE, Ed.D SHS Guidance Coordinator
Noted/ Approved by:
SIONY A. GABOTERO, Ed. D

Principal IV
ASSESSMENT OF DAILY
PERFORMANCE
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Annex C: Prescribe Template for the List of Task/Activities to be done during

Work Immersion:
Name of Student Ma. Chayra Judd B. Fortuna

Strand/Specialization Academic Track
Track HUMSS
Grade and Section 12- GOMBURZA
School Lopez National Comprehensive High
School
Immersion Site Brgy. Pansol Lopez, Quezon
Duration of Work Immersion 10 days/80 hours
LIST OF TASKS/ACTIVITIES:
COMPETENCIES TASK/ REMARKS
ACTIVITIES
1. Observing and  Observed them on
monitoring the how they behave inside the
pupils classroom and in front of
their teachers.
2. Doing  Helped my cooperating
presentations teacher checking and
grading some activities.
3. Supervising the  Whenever their
pupils adviser or subject teachers
are busy or doing
something else, I assured
the students are well-
behaved and not that noisy
enough to disturb other
classes.
 When they don’t know
how to do their activities, I
help them understand and
give them instruction on
how to do it.
4. Observing and  Checking their work if
monitoring the they are doing what they
pupils are told.
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 Observed them while
doing the given tasks.
5. Concerns about  Checking the
the classroom cleanliness of the
classroom everyday.
 Making sure that all of
the electric fans are
plugged off before we
leave.
 Arranged some
reading materials in order.
6. Assisting the  Taking a look if they
students finished writing the lesson
that has been taught.
 Helped them in
reviewing for their
upcoming quizzes.
 Helped them on
spellings.
7. Supervising the  Making sure that they
pupils are doing something that
will make them busy while
waiting for the next subject
teacher.
 Helped them gain new
knowledge whenever they
ask me about certain thing.
8. Assiting the  Helped the 5th grader
students students understand
unfamilliar words.
 Helped them clean
their room.
 Guided them on how
will the group activities
should be done.
9. Doing  Helped my cooperating
presentations teacher on writing the
lessons on the board
whenever they are busy or
had to do something else.
10. Assisting the  Watched the students
students while doing answering their
exams.
 Making sure that they
are not copying each
other’s answer.
 Helped them check
their test papers.
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Certified true and correct:
_____________________________
MA. CHAYRA JUDD B. FORTUNA
Student
____________________________
MS. JOY BELMONTE
Work Immersion Teacher
___________________________
JUDITH B. FORTUNA
Parent
___________________________
MS. LAILANIE ROQUILME
Supervisor
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CERTIFICATE OF IMMERSION
COMPLETION
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NARRATIVE REPORT
September 30, 2019
DAY 1
“We’ve been waiting for this”
This is my first day out of ten days in our work immersion. We are one
week late in immersion which means we will also be late in class. By the way,
we are actually located in Pansol Elementary School with my four classmates
and three other students that came from the GAS Strand. We were introduce to
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our supervisors without our adviser since she is currently in a seminar
somewhere and it saddens me a bit. As we were introduced, they talked a bit
regarding what should we be doing in our immersion and we’ve also take a
photo with them. Ma’am Lailanie Roquilme is the one that became my
supervisor and hoped that we’ll get a long. I felt a bit awkward when I came in
front of the class and introduced myself because I’m not quite fond of children.
Me and supervisor just talked about certain things and sat there ‘til lunch. We
came back to the school before one since we were told that we should be there
before their time. My students started to approach me a bit and it is not quite
that bad since they are all nice and they love to smile that gives me comfort.
Their next subject teacher hasn’t come yet that why their adviser decided to
have them do spellings. For the whole day, I just watched and observed how
they behave and then I noticed that they all behave the same way they behaved
in front of other teacher.
October 1, 2019
DAY 2
“Disaster”
I came to school as early as possible and saw the my students cleaning

a bit while some were out running around, typical children. Our morning with my
students and supervisor with a lesson in English called ‘collective noun’, I was
just listening to their lesson when we were told that we will be making some
banderitas for the fiesta I just don’t know where. I saw the principal starting and
told us to get some scissors and staplers, I borrowed my supervisor some
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scissors since I forgot bringing one. I felt quite tensed since the principal there
was a bit superior and want everything to be done fast and in our hurry we cut
the plastics that was for making banderitas wrong since its a bit bigger than the
first one he done. For the whole morning, the only thing we do is to make
banderitas and eat meryenda. When we came back we thought that we were
done making banderitas but then again we were told to do that again. As we
came to get the materials we accidentally put the materials in a freshly painted
tables that caused us a mess. The paint sticks to the materials and Glygen’s
uniform but it only resulted us laughing to our mistake and we’re quite thankful
that we were not scolded for doing such thing. Glygen headed to their home to
change her clothes and start doing our job again and when Glygen returned
we’re still laughing. Maybe around 3:10pm we are done making banderitas and
returned to our respected rooms, when I got there the students were told to do
some role playing about sexual harassment. My supervisor told me to help her
grade the students for their acting and the group is quite better among them
since there were a story that is told. In this second day, the students are starting
feel at ease in front of me.
October 2, 2019
DAY 3
“What you planted, is what you will sow”
I came to school around 7:00am and I thought I’d be late for my third
day since I was not able get up early since it is a quite tiring yesterday. My
students already prayed when I got there that’s why they told ‘why are you
late?’, Ma’am stopped her students for saying that telling them that they
shouldn’t say that to me. Our day started in an another discussion in English
about fact and opinion, after the discussion they were given a group activity
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about the lesson. I was told to look at them for a while and when my supervisor
went out, I noticed that they are starting to get noisy that’s why I stand and tried
to stop them. When she returned the activity was presented and gave her
students some seat work. In their next subject, their teacher discussed about
the habitants and food chain, I just listened to their lesson since I’m starting to
forget about some lesson when we were in elementary. After that, their adviser
told them to make a card for the upcoming Teachers’ Day, as I watched them I
saw that some students were not making a card that’s why I pursued them to
make at least one for their adviser and when it is already time, they were told to
continue it when they got here. In the afternoon, I saw that they were really
continuing making their cards that’s why I just sat there and every time that they
got a bit noisy I immediately stopped them. They were told to start giving the
cards and got a bit more than expected. After they are finished, their next
subject teacher is starting to discuss about sex in their ESP. My supervisor told
some of her students to harvest some okras in their garden, I’m quite amazed
because the okras was given to her children for free and the okras also look
good which means that they really taking care of them. Their adviser told them
that they will be having a quiz about their lesson earlier that’s why I reviewed
them to prevent them being noisy and I am quite proud since three of them got a
perfect score, meaning I’ve done quite a good job.
October 3, 2019
DAY 4
“Not-so-called surprise”
Its my 18th birthday today and I have not planned anything today since
I’m still in my work immersion. I’m a bit sick that’s why I came to school a bit
late. Also, Ma’am Lai is not here today since she told me that she’s going to
have a practice for the whole day in the town. When I got there, I saw my
students was a bit disappointed and was looking for me while they were having
a class in Araling Panlipunan. After their class, they all came to me and telling
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me about their surprise for me when a surprise is no longer a surprise when you
told it to someone you will be surprising, typical kind of children. Before their
recess, they’ve given me a two fudgee bar with a candle in it and a banner, not
my actual type since I just wanted to have a peaceful birthday but still I
appreciated their effort since they have been waiting for this. Hugs and letters is
what I get for this birthday and I’m happy about it. I gave them the fudgee bars
and start assisting them in having their recess. After they are finished eating, I
gave them some papers to color with to keep them quiet and busy, I’m amazed
that some are really gifted since I saw one student that’s seriously coloring it.
After they finished coloring it, I gave them another task and told them to get their
MAPEH notebook and give them the page that they will be writing. Before going
home this lunch, I checked their notebook if they really finished writing it.
However before they go home, they were told that they won’t be having class
this afternoon and tomorrow, she also told me that I’d be in grade 6 where
Glygen is. This afternoon, Glygen’s supervisor told us to teach some his
students that was not able to read perfectly yet to read. However, I’m having a
bit hard time teaching the student that’s given to me since he seems to have no
interest in reading and for the whole day, we’ve been repeating reading one
page until I decided to take break. Our day ended like that.
October 4, 2019
DAY 5
“Teachers’ Day”
It is Friday today and I noticed that they are having a flag ceremony too.
I thought that my students and supervisor won’t be here today but they are here
and also few of my students came. After the flag ceremony, the SPG (student
council) they have prepared something for their teacher. They somewhat
composed a song and expressed their gratitude to them. After that, we were
asked to go in the stage to take a photo with them and each teachers also take
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a photo with their students. After that, we returned to our room and were told to
play with her students. I noticed that some of them was playing dama that’s why
I came near them and watched them if they can really play it and quite amazed
that it seems like they were really thinking about how will they move the pieces
because when I was in their grade I’m not able to play dama that much. After
watching them play, we were asked to go to another room and watched
Malificent with my students, in the middle of watching we were given a milktea
and not able to refuse even though I have cold. After that, the students were told
to go home and I was told to go to grade 6 again, Glygen’s supervisor invited me
to eat with them since they will be having a boodle fight and end up eating their
foods since I really have no plan joining them. After cleaning up, the grade 6
students start singing again and when Glygen’s supervisor returned noticed that
it was also a part of their lesson in music. The students will be singing in videoke
and sir will be the one who will grade them based on their singing skill. For the
whole afternoon, I enjoyed hearing them sing but when her supervisor told us to
sing also, we immediately told her supervisor that we will be going since we still
have something to shoot for our P.E. and that’s how our day ended today. Tiring
but fun.
October 8, 2019
DAY 6
“Blood on wrist”
It is Tuesday today since there’s no classes yesterday because of the

town’s fiesta. I thought that we will be transferred to the primary level after we
completed our five days in the intermediate level. I’m quite sad since I’m so
excited to squish the faces of smaller children. Anyways, its their English subject
again, their teacher tackled about adjective and give them some group activity to
see if they really learned something. I laughed a bit since I saw that they just
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copied what their teacher give as a example, they just changed the noun in it,
their teacher smiled too when she saw it. Another group activity was given to
them in the Science subject, one students who loves to cling to me come near
me and told me that they don’t have marker that’s why I let them borrow mine.
After it was presented, their Filipino teacher came and started their lesson by
telling a story that came from the book about ‘talaarawan’. Since they still have
time left, my supervisor handed me a paper that will be given to her children to
cut out. However, when it is already time, some of them are still not done that’s
why they continued it again in the afternoon. When I came back after I eat lunch,
Math is their next subject. When the teacher told them to get their book, I
borrowed one book and looked at their lesson called ‘dividing decimals’, that’s
when I realized that I could barely remember how to solve that. I listened to their
teacher as they listened and when it comes to their seat work, I tried to answer
just one out of five. After Math, AP is their next subject and their topic today is
about ‘tributo’ or commonly known as ‘buwis’ nowadays. After their lesson, they
were told that they will be having role playing again while they were practice it is
not new to see children being restless and because of that one of my students
accidentally scrapped his wrist on the edge of their table and it is quite bloody. I
panicked and immediately told my other student to tell their adviser about it who
was busy assisting her students who were in Feeding. It is a good thing that
other teacher assisted my students by giving a cotton.
October 9, 2019
DAY 7
“Non-stop clinging”
It is Wednesday today and as soon as I arrive to the gate of Pansol

Elementary School, my students one by one came near me and started clinging
to me. I nearly tripped onto something since I’m quite thin but they still keep on
hanging on my arms. Our day started with a group activity and as soon as they
start, I also start taking my rounds making sure that all of their members are
participating well and behaved. When their next teacher came, I told them to
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stop what they are doing and start listening to their teacher. Their teacher
reviewed them for their quiz later, while looking at their quiz I realized that
maybe as you get older your memorization skills get a lot better. The next two
other subjects, MAPEH and Filipino, their teacher discussed their lesson for
today, just let the students wrote the lessons and give some tasks in their book
to answer. This afternoon, their teacher in Math came early and give his
students a bit of review of what they have discussed these past few days. After
they reviewed, they were give a task that they need to answer by solving
number to get the answer to the question that is written above. I tried answering
it but using calculator, it is cheating but I’m really not into Math that much. When
I finished answering, their teacher asked if I’m done answering and let him see
my answer. However, they are still not done answering when their class ended. I
decided to teach some of the students to read when their next subject teacher
are still not arriving. Their AP teacher continued their post role playing and start
discussing about ‘Polo Y Servicio’. And for their last subject, their adviser just
discussed in ESP about ‘Salik na Nakakaapekto sa Gender Identity’, while she
was discussing they asked about her one student about him being gay and it is
really fun to hear their talking. My day ended with the student still clinging on
me.
October 10, 2019
DAY 8
“Sudden Silence”
Normal day for me as well as having my students clinging on me. This

morning, we still have a bit of time that’s why their teacher let them have their
spelling yet. I’m quite confused because the words that they are give to their
classmates to spell are the same as before aside from having is rumbled, I’m
wondering why they are still not able to have a perfect score. When they
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finished, my supervisor printed some paper medals for those who have a perfect
attendance for September and when the students are completed aside from the
absentees today, we took a photo. English is their next subject and their lesson
for today is about ‘ordering multiple adjectives’ and as soon as the lesson
finished, they were given a group activity again regarding the topic. And as
usual, I have to keep them quiet in order not to disturb other classes. In Filipino,
they were just given a quiz. This afternoon, their Math teacher were not able to
attend his class today because he was not feeling well and while waiting for their
next subject, I let them have their spelling again. When I was observing them
have their spelling, there’s this one student who was really restless ever since I
got here suddenly became quiet that’s why I panicked a bit and immediately
asked if he was not feeling well. I feel relieved when he said that he was not in
the mood today. Their next teacher arrived as soon as they finished their
spelling, they just have their quiz and have their next topic in AP discussed
about ‘Patronato Real’. they were already having fun but when they were told by
their teacher that they are going to play in their P.E. they became more restless.
While watching them have fun playing, I am having fun as well. Seeing their
opponent having late reaction and their teasing. Today’s a fun day as well.
October 11, 2019
DAY 9
“The end is near”
It is Friday again, our last Friday in our immersion. I came early this
morning since we have a flag ceremony today. I really enjoyed watching the
students whenever they have flag ceremony because the sing loud and when
they sing the CALABARZON March, they have their own choreography. They
also have two picked songs for their morning stretching. After the flag ceremony,
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when we got back to the room they also does their morning routine, the spelling.
After they are done, my supervisor gave me some papers for the students to cut
again because we have something to do. I stopped them working on it when
their adviser returned, she start discussing about the ‘degrees of comparison of
adjectives’ and given them a group activity. When it is finally their Filipino
subject, they were told to write the lesson to their notebook and told me to make
sure that they’ve all written it. She also told me to put a signature to it, it is also a
good thing that somehow they are listening to me today because these past few
days, I noticed that they barely listen to me when I telling them to stop being so
loud. After checking their notebooks, we’ve gone home. This afternoon, their
Math teacher was not able to attend his class today too that’s why my supervisor
was the one who taught them in his time. However, she also has a class in
grade 6 that’s why she has given me a task to write the lesson on the board.
After I wrote, she also tackled about it. In their AP class, they just reviewed
about their past lesson and have a quiz on it, they also have their role playing
again after their quiz. For the last subject, their teacher just gave them a
seatwork about their past lesson.
October 15, 2019
DAY 10
“Last Day”
Today is Tuesday, our last day in immersion. We excused ourselves

yesterday since we have a lot of thing to pass and do in our school in Lopez.
When I got back today my students thought that I was not coming back and cling
again to me. They were really busy when I got there, finishing writing their
lesson I guess. After they finished writing, their adviser distributed their exams in
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ESP, while they are answering I got really sleepy since I was not used to them
being quiet. While waiting, one of the students is already done and was told to
list their recesses and I helped him listing it. After that, I’m still sleepy and then
my supervisor must have noticed that’s why she gave me the test paper that
have a correction and let me help the students check their papers. The students
ate their recess a bit later than before because checking their papers took a bit
of time. After their recess, my supervisor start discussing in English about the
dictionary and how to properly use it, their teacher gave them a group activity
again before the go home for lunch. I got back to the school early this afternoon
and it is their exam for AP today also, their teacher reviewed them and give
them a new lesson that was not able to discuss yesterday. I watched them take
their exam, making sure that they are not copying each other. After their teacher
check their test papers, my supervisor returned and continued discussing in the
English subject about glossary and where to find it. Our day ended today with
pizzas and softdrinks as we say goodbye to out supervisors.
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COMPANY/SCHOOL PROFILE
SCHOOL HISTORY
Work Immersion
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SCHOOL MISSION AND VISION
MISSION
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To protect and promote the right of every Filipino to quality, equitable, culture-
based and complete basic education where:
Students learn in a child-friendly, gender sensitive, safe and motivating

environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staffs, a stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.
Family, community and other stakeholders are actively engaged and share
responsibility for developing lifelong learners.
VISION
We dream of Filipinos
who passionately love their country
and whose competencies and values
E nable them to realize their full potential
and contribute meaningfully to building the nation.
We are a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
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RULES AND REGULATIONS
DEPED GUIDELINES IN THE DEVELOPMENT OF

LEARNERS’ DISCIPLINE MANUAL
The Department of Education (DepEd) – CAR issues the enclosed Basic

Guidelines in the Development of Learners’ Discipline Manual which shall
serve as the basis of all public and private schools in crafting or developing
or amending their Learners’ Discipline Manual, Anti-Bullying Policy, and
Child Protection Policy.
This policy, which is based from different DepEd issuances, provides the
minimum standards that shall be included in the above mentioned policies
and manual.
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All regional policies, processes or systems related to learners’ discipline
that are inconsistent to this Regional Order are hereby repealed, rescinded,
or modified accordingly.
BASIC GUIDELINES IN THE DEVELOPMENT OF

LEARNERS’ DISCIPLINE MANUAL
I. BACKGROUND
Every school shall maintain discipline inside the school campus as well as
outside the school premises when learners are engaged in activities
authorized by the school. The School Head shall have authority,
accountability and responsibility for creating an environment within the
school that is conducive to teaching and learning. Teachers shall be
deemed persons in authority when in the discharge of lawful duties and
responsibilities, and shall, therefore, be accorded due respect and
protection. Therefore, the school shall impose appropriate and reasonable
disciplinary measures in case of offenses or infractions of good discipline.
These guidelines shall be included in the Child Protect ion and Anti-Bullying
Policy of the school, and Learner’s Discipline Manual/Code of Conduct.
To aid in the creation of the Learner’s Discipline Manual, the following

Rights and Responsibilities, and Obligations of the Learners as outlined
in Batas Pambansa Bilang 232 and DepEd Order No. 40, s. 2012 must be
emphasized:
A. B AT AS PAMBANSA BI LANG 232

Section 9. Right of Students in School – In addition to other rights, and
subject to the limitation presented by law and regulations, and student and
pupils in all schools shall enjoy the following rights:
1. The right to receive, primarily through competent instruction, relevant

quality education in line with national goals and conducive to their full
development as person with human dignity.
2. The right to school guidance and counseling services for decisions
and selecting the alternatives in fields of work suited to his
potentialities.
3. The right of access to his own school records, the confidentiality of

which the school shall maintain and preserve.
4. The right to the issuance of official certificates, diplomas, transcript

of records, grades, transfer credentials and other similar documents
within thirty days from request.
5. The right to publish a student newspaper and similar publications, as

well as the right to invite resource persons during assemblies,
symposia and other activities of similar nature.
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6. The right to free expression of opinions and suggestions, and to

effective channels of communication with appropriate academic
channels and administrative bodies of the school or institution.
7. The right to form, establish, join and participate in organizations and

societies recognized by the school to foster their intellectual, cultural,
spiritual and physical growth and development, or to form, establish,
join and maintain organizations and societies for purposes not contrary
to law.
8. The right to be free from involuntary contributions, except those

approved by their own organizations or societies.
DUTIES AND OBLIGATIO NS

Section 15. Duties and Responsibilities of Students – in addition to
those provided for under existing laws, every student shall:
1. Exert his utmost to develop his potentialities for service, particularly

by undergoing an education suited to his abilities, in order that he may
become an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve

academic excellence and abide by the rules and regulations governing
his academic responsibilities and moral integrity.
3. Promote and maintain the peace and tranquility of the school by

observing the rules and discipline, and by exerting efforts to attain
harmonious relationships with fellow students, the teaching and
academic staff and other school personnel. 4
4. Participate actively in civic affairs and in the promotion of the general

welfare, particularly in the social, economic and cultural development
of his community and in the attainment of a just, compassionate and
orderly society.
5. Exercise his rights responsibly in the knowledge that he is

answerable for any infringement or violation of the public welfare and
of the rights of others.
B. DEPED ORDER NO. 40, S. 2012

Section 9. Duties and Responsibilities of Pupils, Students and
Learners
Pupils, students and learners shall have the following duties and
responsibilities:
A. Comply with the school’s regulations, as long as they are in harmony

with their best interests. Pupils, students and learners shall refrain from:
i. Engaging in discrimination, or leading a group of pupils or students to

discriminate another, with reference to one’s physical appearance,
weaknesses and status of any sort;
ii. Doing any act that is inappropriate or sexually provocative;
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iii. Participating in behavior of other students that is illegal, unsafe or
abusive;
iii. Marking or damaging school property, including books, in any way;
iv. Engaging in fights or any aggressive behavior;
v. Introducing into the school premises or otherwise possessing prohibited
articles, such as deadly weapons, drugs, alcohol, toxic and noxious
substances, cigarettes and pornographic material; and
vii. Performing other similar acts that cause damage or injury to another.
An allegation that any of these acts has been committed shall not be used
to curtail the child’s basic rights, or interpreted to defeat the objectives of
this Department Order.
B. Conduct themselves in accordance with their levels of development,

maturity, and demonstrated capabilities, with a proper regard for the rights
and welfare of other persons;
C. Respect another person’s rights regardless of opinion, status, gender,

ethnicity, religion, as well as everyone’s moral and physical integrity; and
D. Observe the Code of Conduct for pupils, students and learners.
II. NON-DISCIPLINARY CASES
A. A T T E N D A N C E ; U N I F O R M & I . D . ; H A I R C U T
1. P U B L I C E L E M E N T A R Y A N D S E C O N D A R Y S C H O O L S :
a. The following guidelines in attendance and punctuality as stated in
the Paragraph 1.2, Section 1, Chapter III, Part IV of 2000 DECS Service
Manual shall be observed.
i. Regularity of attendance and punctuality are required in all classes. A

student who has been absent or has cut classes is required to present a
letter of explanation from his/her parents or guardians or to bring them to
school for a short conference with the section adviser or guidance
counselor as the case may be.
ii. Attendance of students in special holidays, activities relative to their
religions shall be allowed provided permission of the school head is sought.
iii. Habitual tardiness especially during the first period in the morning and in
the afternoon shall not be allowed. Teachers concerned shall call for the
parents of the student concerned or visit him/her at home.
b. Pursuant to DepEd Order No. 45 s. 2008 and DepEd Order No. 46 s.

2008, wearing of school uniform is not mandatory:
To increase school participation of all school-aged children, it is important
to remove any and all obstacles, particularly financial, to their enrolment in
public schools. Accordingly, the President has ordered the following:
i. The wearing of a school uniform shall not be required in public schools .

ii. Identification (ID) cards shall be provided to students at no cost to them.
The school administration shall fund these from their MOOE.
While the general policy is that the wearing of a school uniform shall not be
required in public schools (as embodied in DepEd Order No. 45 s. 2008), it
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is necessary to provide guidance on what constitutes proper school attire.
The following principles should serve as a guide:
i. A student’s basic right to go to school, study and learn is of paramount

importance and should be respected and promoted at all times.
ii. A student’s attire should reflect respect for the school as an institu tion for
learning.
iii. A student’s attire should not become a cause for discrimination
particularly for students belonging to a lower socio-economic status.
iv. Promoting physical hygiene and proper school decorum is part of the
teaching- learning process in schools, thus a student’s attire and physical
appearance should manifest learnings from this process.
Given the above principles, the suggested attire for elementary and
secondary learners may be:
For Male Learners
 Polo shirt/T-shirt with sleeves – any plain color, with a minimum
prints
 Pants (long or short) – any color
 Footwear – any
For Female Learners
 Dress, skirt and blouse, blouse and pants – any color, print
 Footwear-any
Learners with existing uniforms may continue using these uniforms, if they
so desire, in order to avoid incurring additional costs for new attire.
Learners are discouraged from wearing expensive (signature or designer
brands) or flashy clothes, tight-fitting pants/blouses/dresses, mini-skirts,
short shorts, blouses with plunging necklines, hip-hop pants for boys, and
sleepwear.
A learner who violates the above guidelines is required to present a letter of

explanation from his/her parents or guardians or to bring them to school for
a short conference with the section adviser or guidance counselor as the
case may be.
c. Suggested haircut for boys: at least 1 inch above the ear and 3
inches above the collar line.
A learner who is not in proper haircut is required to present a letter of
explanation from his/her parents or guardians or to bring them to school for
a short conference with the section adviser or guidance counselor as the
case may be.
2. PRIVATE SCHOOLS:
a. Pursuant to DepEd Order No. 88 s. 2018, the following are the
guidelines:
Section 133. Absences. A pupil or student in every private school who
incurs absences of more than twenty (20%) percent of the prescribed
number of class or laboratory periods during the school year or term should
be given a failing grade and given no credit for the course or subject.
However, the school may adopt an attendance policy to govern absences of
its pupils or students who belong to the upper half of their respective
classes.
Section 157. Attendance and Punctuality. Regularity of attendance and
punctuality are required in all classes. A pupil/student who has been absent
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or has cut classes is required to present a letter of explanation from his/her
parents or guardian or to bring them to school for a short conference with
the section adviser or guidance counselor as the case may be.
Attendance of pupils/students in special holidays, activities relative to their
religious, e.g. Ramadan, shall be allowed provided permission of the school
head is sought.
157.1 Absences. A pupil/student who incurs absences of more than twenty
percent of the prescribed number of class or laboratory periods during the
school year or term should be given a failing grade and given no credit for
the course or subject Furthermore, the school head may at his/her
discretion and in the individual case exempt a student who exceeds the
twenty percent limit for reasons considered valid and acceptable to the
school. Such discretion shall not excuse the student concerned from
responsibility in keeping up with lesson assignments and taking
examinations where indicated. The discretionary authority is vested in the
school head, and may not be availed of by a student nor granted by a
faculty member without the consent of the school head.
Habitual tardiness especially during the first period in the morning and in
the afternoon shall not be allowed. Teachers concerned shall call for the
parents of the student concerned or visit him at home.
157.2 School Uniform. A school uniform shall be prescribed for all
pupils/students. Shoes are considered part of the uniform.
All students shall be required to wear the official school in the school
campus.
The acceptable haircut for boys shall be at least one (1) inch above the ear
and three (3) inches above the collar line.
B. VIOLATIONS ON ATT ENDANCE, PUNCTUALITY,

UNIFORM AND ID, AND H AIRCUT ARE NOT SUBJ ECT TO
ADMINISTRATIVE DISCIPLINE WARRANTING
PENALTY/IES.
III. DISCIPLINARY CASES
Considering the foregoing, the following are the infractions or violations of
the learners that may be subjected to interventions and penalties as
warranted:
1. Cheating/dishonesty
2. Stealing
3. Assaulting a teacher, or any other school authority or his agents, or
other learner/s
4. Smoking inside the school premises and bringing tobacco products,
vapes, etc.
5. Vandalism – writing on or destroying school property like chairs,
tables, windows, books, laboratory equipment and others
6. Gambling of any sort
7. Drinking intoxicants and liquor or entering the school premises under
the influence of liquor, or bringing of alcoholic beverages
8. Carrying and concealing deadly weapons or instruments
9. Extortion or asking money or in kind from others
10. Fighting, causing injury to others
11. Hazing in any form or manner whether inside or outside the school
premises
12. Sexual abuse, immorality, illicit relationships
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13. Instigating, leading or participating in concerned activities leading to
stoppage of classes
14. Preventing, threatening learners or faculty members or school
authorities from discharging their duties or from attending classes or
entering school premises
15. Forging or tampering with school records or transfer forms
16. Patronizing suspected prostitution den, gambling and pornographic
places
17. Bringing, using and selling of pornographic materials
18. Selling stolen goods in school
19. Absenteeism, cutting of classes, and tardiness
20. Uttering (plastic cups, bottles, candy wrappers or any waste) inside
the school campus specially inside the classroom and corridors
21. Loitering and staying inside or outside the school campus during
class hour
22. Bringing in and using gadgets like cellular phones, i-pad, psp, etc.
inside the school campus (R.M. No. 207 s 2018)
23. Unruly behavior inside the classroom or school premises, during
assemblies, school activities, etc.
24. Uttering profanities/swearwords inside the school campus
25. Going to restricted places
26. Tampering of school ID such as placing stickers and other objects on
school ID,
27. Not giving letter to parents
28. Drug dependency or drug use, possession, and sale of prohibited
drugs such as marijuana, ecstasy, shabu, etc. (it shall be subject to
the Guidelines prescribed by DO 40 s. 2012 entitled Guidelines for the
Conduct of Random Drug Testing in Public and Private Secondary
Schools, and RA 9165 and its IRR)
29. Joining fraternities, sororities, and gangs;
30. Bullying acts – physical, emotional, mental and cyber-bullying
(Bullying cases or offenses shall be handled in accordance with
Republic Act 10627 and DepEd Order No. 55, s. 2013)
31. Other analogous acts that may endanger/threaten any learner,
school personnel, or the school.
The School may add to the list above as long as it is presented and
approved by the GPTA, and the Schools Division Office subject to existing
laws, rules and regulations;
The School may categorize the offenses as minor, less grave, and grave
offense. In case of doubt as to the category, it shall be the lesser offense.
IV. PENALTIES AND PR OHIBITED ACTS

A. The penalty shall be commensurate to the offense committed. The
following are Hie corresponding penalties that shall be given a learner:
i. Minor Offense
 1st Offense – Reprimand with counseling with parent
 2nd Offense – Suspension of 1-2 days with counseling with parent
 3rd Offense – shall be treated as a less grave offense, thus 3 days
suspension
ii. Less Grave Offense
 1st Offense – Suspension which shall not exceed three (3) days
 2nd Offense – Suspension for 4-6 days
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 3rd Offense – shall be treated as a grave offense, thus 7 days
iii. Grave Offense
 1st Offense – Suspension for seven (7) days
 2nd Offense – Suspension for more than seven (7) days but not
more than one (1) year – refer to the SDS for approval
 3rd Offense – Suspension for one (1) year or more – refer it to the
Secretary for approval
 4th Offense – Expulsion – refer to the Secretary for approval
iv. Exclusion (applicable only in Private Schools and shall only be
imposed for grave offenses)
B. The following are prohibited sanctions or actions by the school:
i. Transfer as a penalty in the guise of exclusion;
ii. Manual labor detrimental to the health and safety of the learner or that
demeans the well-being of the child;
iii. Fines/ Contributions in cash or in kind;
iv. Amicable settlement as proscribed by law, roles and regulations
v. “kultap” for improper haircut
vi. Non return of confiscated items except for illegal drugs, weapons or any
illegal item, which shall be turned over to appropriate authorities;
vii. Corporal punishment;
viii. Barring entry to the school during class hours for whatever reason
except when the learner is under preventive suspension;
 A learner under investigation of a case involving the penalty of
expulsion may be preventively suspended from entering the school
premises if the evidence of guilt is strong and the school head is
morally convinced that the continued stay of the pupil or student
during the period of the investigation constitutes a distraction to the
normal operations of the school or poses a risk or danger to the life of
persons and property in the school.
ix. Sending out learners outside the classroom or school premises;
x. Demerits in grades/ deductions of scores;
xi. Deprivation in any school activity except in sports and other
competitions where banning the participant is justified under existing
polices;
V. PROCEDURE
Procedure in Learner Discipline
A. The School Head shall issue a Notice in writing to the learner through
the Parent/Guardian by personal service or any other means of service
within 5 three (3) working days from date of incident/report.
B. The Answer in writing of the learner with the assistance of the
parents/guardian must be submitted within three (3) working days from
receipt on Notice.
C. A Notice of Conference with parents/guardian shall be issued within
three (3) working days from receipt of Answer. The conference shall be
before the School Head if it is a first minor offense; otherwise, before the
Child Protection Committee
i. The parties shall be given a chance to be heard.
ii. The conference must be recorded through a minutes of conference duly
signed by all die parties and members present.
D. The Decision in writing shall be issued within 3 working days by the
School Head/Administrator.
i. Reprimand shall be final and executory.
Work Immersion
ii. The Decision imposing a penalty of suspension is appealable to the SDS
for public schools. For private schools, exhaust administrative remedies
available within the school/institution, and the final decision of the private
school is appealable to the SDS. The appeal must be made within fifteen
(15) days from receipt of the Decision. The Decision of the SDS is
executory.
For private schools, the penalty of suspension shall not exceed 20% of the
prescribed school days of a school year. If it does, the decision shall be
forwarded to the Regional Office concerned, within ten days from the
termination of the investigation of each case for its information.
iii. The Decision imposing exclusion for private school is appealable to the
SDS and higher authorities. No prior approval of the Department is required
in the imposition of the penalty.
The decision of the school on every case involving the penalty of exclusion
from the rolls, together with all the pertinent papers therefor, shall be filed
in the school for a period of one year in order to afford the Department the
opportunity to review the case in the event an appeal is taken by the party
concerned.
iv. The Decision in every case involving the penalty of expulsion, together
with the supporting papers shall be forwarded to the Regional Office
concerned within ten (10) days from the termination of the investigation of
each case.
The decision imposing die penalty of expulsion must be referred to the
Secretary for approval before implementation.
v. Pending the case, the learners and parents/guardians shall undergo
counseling and appropriate interventions such as but not limited to the
following: referral to the MSWD for psycho-social support, attendance to
character formation activities, community service provided it will not disrupt
class hours, etc.
Work Immersion
ORGANIZATIONAL STRUCTURE
PANSOL ELEMENTARY SCHOOL ORGANIZATION CHART
FAUSTINO V. PARRO
District Supervisor
LEONILO A. CAPELLAN
Principal I
MARIA GISELA E. JAYWAREN DALISAY A.

MORATO V.ESCLETO SEGARRA
Teacher III Teacher I Teacher III
MARLY S. AGNES A. MARIA SALOME SUSAN S.

CANTOS OCAMPO A. DE TORRES GADIL
Teacher III Teacher I Teacher II Teacher I

Work Immersion
IMMERSION SUPERVISOR
PROFILE
Work Immersion
LAILANIE B. ROQUILME
Brgy. Gomez Lopez, Quezon
Workplace: Pansol Elementary School
Position: Teacher I
PERSONAL INFORMATION
Age: 24
Date of Birth: October 28, 1994
Gender: Female
Civil Status: Single
Height: 5”
Weight: 42kg
Nationality: Filipino
Religion: Roman Catholic
EDUCATIONAL BACKGROUND
Work Immersion
College
- Bachelor of Elementary Education (BEED)
- PNU-SL (2014)
Highschool
- Cuenca Institute (2010)
Elementary
- Gomez Elementary School (2006)
Graduate Studies
- Master in Educational Management (MEM) (2018)
TEACHING EXPERIENCE
She’s been serving and teaching in Pansol Elementary School since
2015 up ‘til now.
I certify that the information provided is true and correct to the extent of my
knowledge.
__________________________ _______________
(signature over printed name) Date

Work Immersion
INTERVIEW FORM
Work Immersion
Work Immersion
EVALUATION FORM
Work Immersion
Work Immersion
Work Immersion
DOCUMENTATIONS
Work Immersion
Work Immersion
Work Immersion
Work Immersion
Work Immersion

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LOPEZ NATIONAL COMPREHENSIVE HIGH SCHOOL

Maharlika Highway, Brgy. Magsaysay Lopez, Quezon

NSO/PSA BIRTH CERTIFICATION

PARENT’S PERMIT/PARENTAL CONTENT

COMPANY’S ACCEPTANCE FORM

DAILY TIME RECORD

PRE-IMMERSION SEMINA CERTIFICATE

REQUEST FOR IMMERSION ENDORSEMENT LETTER

ASSESSMENT OF DAILY PERFORMANCE

CERTIFICATE OF IMMERSION COMPLETION

SCHOOL MISSION AND VISION

RULES AND REGULATIONS

September 23, 2019

MR. LEONILO CAPELLAN

I am Ma. Chayra Judd B. Fortuna, a grade 12 student of Lopez National

Ma. Chayra Judd B. Fortuna

Ma. Chayra Judd

National Certificates Year

Unpublished Research Presented in the School/District/Division and National

Epekto ng Implasyon sa mga Mag-aaral ng Lopez High

Work Experience/Employment Record:

Name: Joy M. Belmonte

Name: MA. CHAYRAJUDD B. Date:

NSO/PSA BIRTH CERTIFICATE

SENIOR HIGH SCHOOL PROGRAM

MEMORANDUM OF AGREEMENT FOR WORK IMMERSION

This Memorandum of Understanding is entered into this 30th day of

The LOPEZ NATIONAL COMPREHENSIVE HIGH SCHOOL, with

The Pansol Elementary School, of the Republic of the Philippines, duly

WHEREAS, the Department of Education of the Philippines, hereinafter referred

WHEREAS, the DepEd has introduced the K to 12 basic education reform

WHEREAS, the PARTNER considers going into a work immersion partnership

WHEREAS, the institutionalization and implementation of the K to 12 program is

WHEREAS, the PARTNER is encouraged to fully support the successful

WHEREAS, the PARTNER recognizes the need for a work immersion

WHEREAS, the SCHOOL and the PARTNER, hereinafter collectively referred to

NOW, THEREFORE, for and in consideration of the foregoing premises, the

DESCRIPTION OF THE WORK IMMERSION PROGRAM

The DepEd designed the implementation of RA 10533 within the framework of

2. Appreciate the importance and application of the principles and theories

3. Enhance their technical knowledge and skills;

4. Prepare them to meet the needs and challenges of employment,

OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP

The Work Immersion Partnership has the following objectives:

1. To supplement the formal curriculum of the SHS program with special

3. To provide SHS students relevant learning experiences by giving them

4. To form Work Immersion Partnership between the SCHOOL and the

RESPONSIBILITIES OF THE PARTIES

Both the SCHOOL and the PARTNER shall:

2. Form a joint steering committee to monitor the progress of the partnership

3. Adhere to all laws, memoranda and circulars pertaining to child protection.

4. Develop the students’ Work Immersion module specifying goals and

5. Develop a Work Immersion Daily Schedule of Activities that will be

6. Formulate local school work immersion policies and guidelines on

B. Responsibilities of the School

The SCHOOL, shall:

1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s

2. Make the needed adjustments to contextualize the SHS subjects based on

3. Designate a person who will be in-charge of coordinating with the

6. Provide the PARTNER evaluation tool for the students’ immersion

7. Issue a final grade to the student upon completion of the requirements

10. Provide the PARTNER a Certificate of Participation in the SHS Program

11. Execute a deed of acceptance as a way of recognizing and

BEFORE ME this _ day of _____________, 20_, personally